Teachers’s training: historical approach and curricular politics
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação e Políticas em Debate |
Texto Completo: | https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/48797 |
Resumo: | The text adresses teacher training, curricular politics and reflexes in undergraduate degrees. From the curriculum guidelines of teacher training in force, reflects on pedagogical projects of course for professional teacher training, the possibilities of more hybrid curricular structures of training in articulation with professional spaces. It aims to identify contributions of the Guidelines for professional teacher training. In this sense, it identifies devices that favor this formation. Among them we highlight: pedagogical dimension, teaching practices, internship; teaching initiation; articulation with schools and teachers who are in charge of training, among others. |
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Teachers’s training: historical approach and curricular politicsFormation des enseignants: approche historique et politiques curriculairesFormação de professores: abordagem histórica e políticas curricularesFormação de professoresDiretrizes Curriculares de Formação de ProfessoresPrática de EnsinoTeacher trainingCurriculum Guidelines for Teacher TrainingTeaching PracticeFormation des enseignantsLignes directrices relatives au curriculum pour la formation des enseignantsPratique pédagogiqueThe text adresses teacher training, curricular politics and reflexes in undergraduate degrees. From the curriculum guidelines of teacher training in force, reflects on pedagogical projects of course for professional teacher training, the possibilities of more hybrid curricular structures of training in articulation with professional spaces. It aims to identify contributions of the Guidelines for professional teacher training. In this sense, it identifies devices that favor this formation. Among them we highlight: pedagogical dimension, teaching practices, internship; teaching initiation; articulation with schools and teachers who are in charge of training, among others. Le texte traite de la formation des enseignants, des politiques curriculaires et des réflexes dans les diplômes de premier cycle. A partir des lignes directrices du programme de formation des enseignants en vigueur, réfléchit sur des projets pédagogiques bien entendu pour la formation des enseignants professionnels, sur les possibilités de structures curriculaires plus hybrides de formation en articulation avec des espaces professionnels. Il vise à identifier les contributions des Lignes directrices pour la formation des enseignants professionnels. En ce sens, il identifie les dispositifs favorisant cette formation. Parmi eux, nous soulignons: la dimension pédagogique, les pratiques pédagogiques, les stages; initiation à l'enseignement; l'articulation avec les écoles et les enseignants en charge de la formation, entre autres. enseignants. Pratique pédagogique.O texto aborda a formação de professores, as políticas curriculares e reflexos nas licenciaturas. A partir das Diretrizes Curriculares de Formação de Professores vigentes, reflete sobre projetos pedagógicos de curso para formação profissional do professor, as possibilidades de estruturas curriculares mais híbridas de formação em articulação com espaços profissionais. Objetiva identificar contribuições das Diretrizes para formação profissional do professor. Nesse sentido, identifica dispositivos que favorecem a essa formação. Dentre eles destacamos: dimensão pedagógica, práticas de ensino, estágio; iniciação à docência; articulação com as escolas e professores regentes na formação, dentre outros. Universidade Federal de Uberlândia2019-05-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/4879710.14393/REPOD-v8n1a2019-48797Revista Educação e Políticas em Debate; Vol. 8 No. 1 (2019); 57-72Revista Educação e Políticas em Debate; Vol. 8 Núm. 1 (2019); 57-72Revista Educação e Políticas em Debate; Vol. 8 No. 1 (2019); 57-72Revista Educação e Políticas em Debate; v. 8 n. 1 (2019); 57-722238-8346reponame:Revista Educação e Políticas em Debateinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/48797/26000Copyright (c) 2019 Revista Educação e Políticas em Debateinfo:eu-repo/semantics/openAccessTorres, Mônica Moreira de Oliveira 2021-08-20T02:11:22Zoai:ojs.www.seer.ufu.br:article/48797Revistahttps://seer.ufu.br/index.php/revistaeducaopoliticasPUBhttps://seer.ufu.br/index.php/revistaeducaopoliticas/oairevistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com10.143932238-83462238-8346opendoar:2021-08-20T02:11:22Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Teachers’s training: historical approach and curricular politics Formation des enseignants: approche historique et politiques curriculaires Formação de professores: abordagem histórica e políticas curriculares |
title |
Teachers’s training: historical approach and curricular politics |
spellingShingle |
Teachers’s training: historical approach and curricular politics Torres, Mônica Moreira de Oliveira Formação de professores Diretrizes Curriculares de Formação de Professores Prática de Ensino Teacher training Curriculum Guidelines for Teacher Training Teaching Practice Formation des enseignants Lignes directrices relatives au curriculum pour la formation des enseignants Pratique pédagogique |
title_short |
Teachers’s training: historical approach and curricular politics |
title_full |
Teachers’s training: historical approach and curricular politics |
title_fullStr |
Teachers’s training: historical approach and curricular politics |
title_full_unstemmed |
Teachers’s training: historical approach and curricular politics |
title_sort |
Teachers’s training: historical approach and curricular politics |
author |
Torres, Mônica Moreira de Oliveira |
author_facet |
Torres, Mônica Moreira de Oliveira |
author_role |
author |
dc.contributor.author.fl_str_mv |
Torres, Mônica Moreira de Oliveira |
dc.subject.por.fl_str_mv |
Formação de professores Diretrizes Curriculares de Formação de Professores Prática de Ensino Teacher training Curriculum Guidelines for Teacher Training Teaching Practice Formation des enseignants Lignes directrices relatives au curriculum pour la formation des enseignants Pratique pédagogique |
topic |
Formação de professores Diretrizes Curriculares de Formação de Professores Prática de Ensino Teacher training Curriculum Guidelines for Teacher Training Teaching Practice Formation des enseignants Lignes directrices relatives au curriculum pour la formation des enseignants Pratique pédagogique |
description |
The text adresses teacher training, curricular politics and reflexes in undergraduate degrees. From the curriculum guidelines of teacher training in force, reflects on pedagogical projects of course for professional teacher training, the possibilities of more hybrid curricular structures of training in articulation with professional spaces. It aims to identify contributions of the Guidelines for professional teacher training. In this sense, it identifies devices that favor this formation. Among them we highlight: pedagogical dimension, teaching practices, internship; teaching initiation; articulation with schools and teachers who are in charge of training, among others. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-05-20 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/48797 10.14393/REPOD-v8n1a2019-48797 |
url |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/48797 |
identifier_str_mv |
10.14393/REPOD-v8n1a2019-48797 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/48797/26000 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Educação e Políticas em Debate info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Educação e Políticas em Debate |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Revista Educação e Políticas em Debate; Vol. 8 No. 1 (2019); 57-72 Revista Educação e Políticas em Debate; Vol. 8 Núm. 1 (2019); 57-72 Revista Educação e Políticas em Debate; Vol. 8 No. 1 (2019); 57-72 Revista Educação e Políticas em Debate; v. 8 n. 1 (2019); 57-72 2238-8346 reponame:Revista Educação e Políticas em Debate instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Revista Educação e Políticas em Debate |
collection |
Revista Educação e Políticas em Debate |
repository.name.fl_str_mv |
Revista Educação e Políticas em Debate - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistaedupoliticas@faced.ufu.br||mvs@ufu.br|| mvieirufu@gmail.com |
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1799943958871146496 |